Eastern Illinois University—Department of Early Childhood, Elementary and Middle Level Education
The Department Lesson Plan
Elements of the Department Lesson Plan are meant to be adapted for the following strategies: Direct Instruction, Concept Teaching, Cooperative Learning, Problem-Based Instruction, Classroom Discussion, and Guided Inquiry.
TITLE OF THE PLAN: Nonviolence as a Method of Social Change: Helpful or Harmful?
GRADE LEVEL: 6th-8th grade
SUBJECT AREA: Social Science
CONCEPT/SKILL: Students will evaluate a packet of primary sources of nonviolent protest and decide was this method helpful to Civil Rights Movement.
TARGET AUDIENCE: Small Groups
TIME FRAME: One class period (50 mins)
PREPARING TO TEACH: Identifying goals, objectives, purpose, and gathering materials and resources.
GOALS: I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can
d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions;
e. give examples and describe the importance of cultural unity and diversity within and across groups.
II, Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
f. use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform
decision-making about and action-taking on public issues.
V. Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:
d. identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts;
e. identify and describe examples of tensions between and individual’s beliefs and government policies and laws;
g. show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so.
VI. Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:
h. recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.
OBJECTIVE(S): At the end of this lesson students will be able to describe Martin Luther King's philosophy of non-violent resistance. As well as list positive and negative characteristics of a non-violent resistance.
PURPOSE: Students will learn how to examine a variety of primary documents. This will help students use critical thinking skills to analyze the different primary documents. Students will then be able to form a conclusion based on facts.
MATERIALS: Clip: Impact of Nonviolent Resistance, Clip: Effectiveness of the Nonviolent resistance training, 21 photographs of nonviolent protests, analyzing nonviolence worksheet (3), six principle of nonviolence (1), six steps of nonviolent social change (2), Dr. King's letter from a Birmingham Jail, and analyzing nonviolent resistance in Birmingham 1963 worksheet (4) from visionaryproject.org (http://www.visionaryproject.org/student/)
RESOURCES: teacher guides from visionaryproject.org, Analysis of letter from a Birmingham Jail discussed with Greg Stock, a high school African American history teacher.
INSTRUCTIONAL PROCEDURES:
Students will begin with the focusing Activity
Students will be introduced to the activity with the worksheets (1) and (2)
Students will analyze the letter from Birmingham Jail as a class and work on worksheet (4) together as a class
Students will then be divided into 7 groups and each group will be given three different photos. With the photos, the students will examine the and continue to work on worksheet (4)
Bring all the students back together to discuss their findings.
Students will complete worksheet (3) as an assessment
FOCUSING ACTIVITY: Ask students to share any experiences where they might have felt like their rights were being infringed upon. Follow up with asking how students responded; was it peacefully or aggressively? Then ask students was there a better way to handle that particular situation. If students cannot recall any times, give them scenarios and ask how they might respond.
PURPOSE: In today's activity you all will be examining primary documents to form an informative opinion about nonviolent protesting and its effectiveness. This skill will be useful in helping you to gather information about any subject and making educational decision. This lesson will also provide an opportunity to examine how peaceful tactics in your own lives might be more appropriate to accomplish your goal.
INSTRUCTIONAL PROCESS
This is the heart of the lesson. Include detailed step-by-step bulleted or numbered procedures. The procedures include: information (concepts/content/skills), activity directions, leading question(s), examples, questions and expected answers, etc. Use a variety of methods, materials, and activities to differentiate instruction to meet the individual needs of all students. Consider Bloom’s Revised Taxonomy to focus on higher order thinking skills and problem solving.
MODELING: Modeling will be done through guided practices.
CHECKING FOR UNDERSTANDING: Checking for Understanding occurs throughout the instruction as the teacher questions the students and uses cues to be sure the students comprehend. Include questions and expected answers that will be used in the lesson.
TASK/GUIDED PRACTICE: We will start with reading six principle of nonviolence and six steps of nonviolentsocial change worksheet. The students will work on the analyzing nonviolent resistance in Birmingham 1963 worksheet as a class, after completing the readings. Together, as a class, we will also read A Letter from Birmingham Jail. After reading a small section, I will ask the students to respond by summarizing what was said by using their own words. The students will also be encouraged to take notes. After we have completed A Letter from Birmingham, students will asked to refer to the analyzing nonviolent resistance in Birmingham in 1963 and by the letter A summarize the document, list evidence that shows nonviolent protest is successful, and list evidence that shows that nonviolence protest is not successful. Students will be able to work with their group as I walk around to monitor answers.
ACCOMMODATIONS/ADAPTATIONS: Every classroom has a population of diverse learners. When planning and implementing your lessons you must use strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences. Making accommodations or adaptations might include using a variety of materials and strategies during instruction, or asking a variety of questions at different levels, or developing different graphic organizers/handouts for scaffolding instruction for the various learners in your classroom.
INDEPENDENT PRACTICE (include when appropriate): Students will be asked to continue evaluate the rest of the primary sources, which will be random selections from the 21 photographs. The groups will continue to fill out the worksheet while evaluating the sources.
CLOSURE: Students will end group and discuss their answers to worksheet (4) as a class. I will briefly introduce violent protest methods and let students know that we will be discussing the effectiveness of this method tomorrow.
ASSESSMENT
Student Assessment: After group work students will complete worksheet (3) individually.
The Department Lesson Plan
Elements of the Department Lesson Plan are meant to be adapted for the following strategies: Direct Instruction, Concept Teaching, Cooperative Learning, Problem-Based Instruction, Classroom Discussion, and Guided Inquiry.
TITLE OF THE PLAN: Nonviolence as a Method of Social Change: Helpful or Harmful?
GRADE LEVEL: 6th-8th grade
SUBJECT AREA: Social Science
CONCEPT/SKILL: Students will evaluate a packet of primary sources of nonviolent protest and decide was this method helpful to Civil Rights Movement.
TARGET AUDIENCE: Small Groups
TIME FRAME: One class period (50 mins)
- GOALS: I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can
d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions;e. give examples and describe the importance of cultural unity and diversity within and across groups.
II, Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
f. use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform
decision-making about and action-taking on public issues.
V. Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:
d. identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts;
e. identify and describe examples of tensions between and individual’s beliefs and government policies and laws;
g. show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so.
VI. Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:
h. recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.
- INSTRUCTIONAL PROCESS
This is the heart of the lesson. Include detailed step-by-step bulleted or numbered procedures. The procedures include: information (concepts/content/skills), activity directions, leading question(s), examples, questions and expected answers, etc. Use a variety of methods, materials, and activities to differentiate instruction to meet the individual needs of all students. Consider Bloom’s Revised Taxonomy to focus on higher order thinking skills and problem solving.MODELING: Modeling will be done through guided practices.
CHECKING FOR UNDERSTANDING: Checking for Understanding occurs throughout the instruction as the teacher questions the students and uses cues to be sure the students comprehend. Include questions and expected answers that will be used in the lesson.